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MCEP101
Theories of Intelligence, Cognition and Assessment

MQF Level: 7

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

Through this module course participants will be presented with an overview of intelligence, theories of intelligence and its measurement. They will also gain a deeper understanding of typical and atypical child and adolescent development and the interaction between concepts of ‘development disability’ and ‘child and adolescent development’. Through an exploration of the main theoretical concepts underlying child development and drawing from modern frameworks of health and function and systemic theory will help inform ways to conceptualize and implement intervention strategies to integrate development and disability more effectively.

By the end of this module, the learner will be able to:

Competences

a. Develop a comprehensive understanding of intelligence theories and methods of how intelligence is measured;

b. Carry out British Ability Scales on a learner;

c. Score and interpret the British Ability Scales;

d. Choose the ideal intervention strategy for each particular case;

e. Conduct developmental interviews;

f. Advice educators and parents to support students with atypical development to thrive in education and other contexts;

e. Report a developmental history of a client/student.

Knowledge 

a. Define the concept of intelligence;

b. Describe the Spearman’s and Gardner Theories of Intelligence;

c. Comprehensively distinguish between fluid and crystalised intelligence;

d. Critique and systemically define how intelligence is measured;

e. Outline the history, standardisation and theory behind British Ability Scales;

f. Demonstrate knoweldge of how to administer the British Ability Scales;

g. Describe the different developmental theories;

h. Develop understanding of neurodevelopmental disorders as describe in the DSM 5-TR and ICD 11;

i. Identify the reciprocal impact that the two concepts have on each other;

j. Recognize atypical development;

k. Identify the impact of the environment on the different aspects of development.

Skills

a. Administer British Ability Scales on children/adolescents in schools;

b. Input raw scores obtained from British Ability Scales ;

c. Interpret results and report findings of the British Ability Scales;

d. administera developmental interview and summarise the findings in a clear and organised manner;

e. Select tests that help identify atypical development;

f. Conduct observations to identify atypical development;

g. Collaborate with other stakeholders in the holistic development of the child/adoloscent.

Assessment Methods

This module will be assessed through: Assignment and Practical Task: A recorded assessment session.

Suggested Readings

Core Readings List 
  1. Goldstein, S., Princiotta, D., & Naglieri, J.A. (2015). Handbook of Intelligence: Evolitionary Theory, Historical Perspective and Current Concepts. New York: Springer Publishing.
  2. Robertson, C. (2017). Intelligence Psychology: The Complete Explanations, Theories, IQ Levels, Measurements & Types of Human Intelligence.
  3. Stenberg, R.J. (2018). The Nature of Human Intelligence. Cambridge University Press.
  4. Kranzler, J.H., & Floyd, R.G. (2020). Assessing Intelligence in children and adolescents: A practical guide for evidence-based assessments. USA: Rowman & Littlefield.
  5. Guo W., Chen Y., Liu S., Zhang X. (2019) Intelligence Testing. In: Shackelford T., Weekes-Shackelford V. (Eds.) Encyclopedia of Evolutionary Psychological Science. Springer, Cham.
  6. Elliott, C.D. (2011). BAS3 British Ability Scales Technical Manual (3rd Edition). GL Assessment.
  7. Elliott, C.D. (2011). BAS3 British Ability Scales Administration Manual (3rd Edition). GL Assessment.
  8. Tetzchner von, S. (2019). Child and Adolescent Psychology: Typical and Atypical Development. Routledge.
  9. Dawson, P. & Guare, R. (2018). Executive Skills in Children and Adolescents, Third Edition: A Practical Guide to Assessment and intervention (3rd Edition). The Guilford Press.
 
Supplementary Reading List
  1. Warren, F., Mason‐Apps, E., Hoskins, S., Devonshire, V., & Chanvin, M. (2019). The relationship between implicit theories of intelligence, attainment and socio‐demographic factors in a UK sample of primary school children. British Educational Research Journal, 45(4), 736-75
  2. Jose, P. E., & Bellamy, M. A. (2012). Relationships of parents’ theories of intelligence with Children’s Persistence/Learned helplessness: A cross-cultural comparison. Journal of Cross-Cultural Psychology, 43(6), 999-1018.
  3. Eggen, P. & Kauchak (2007). Educational Psychology – Windows on Classrooms (7th ed.). NJ: Pearson, Merrill, Prentice Hall.
  4. Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books
  5. Hill, V. (2005). Through the Past Darkly: A Review of the British Ability Scales Second Edition. Child and Adolescent Mental Health, 10(2), 87-98.
  6. Early intervention in neurodevelopmental disorders: underlying neural mechanisms – Cioni – 2016 – Developmental Medicine & Child Neurology – Wiley Online Library
  7. Conceptualising compensation in neurodevelopmental disorders: Reflections from autism spectrum disorder – ScienceDirect
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